Math g5 m4 Topic C Lesson 6a1a1b

Lesson 6
NYS COMMON CORE MATHEMATICS CURRICULUM

54
Lesson 6
Objective: Relate fractions as division to fraction of a set.
http://www.udlcenter.org/aboutudl/udlguidelines/principle1
Suggested Lesson Structure
Application Problem (6 minutes)

Fluency Practice
(12 minutes)
Concept Development (32 minutes)
(10 minutes)
Student Debrief
Total Time
(60 minutes)
Application Problem (6 minutes)

Olivia is half the age of her brother, Adam.
Olivias sister, Ava, is twice as old as Adam.
Adam is 4 years old. How old is each
sibling? Use tape diagrams to show your
thinking.
Note: This Application Problem is intended
to activate students prior knowledge of half
of in a simple context as a precursor to
todays more formalized introduction to
fraction of a set.
Fluency Practice (12 minutes)
Sprint: Divide Whole Numbers 5.NF.3(8 minutes)
Fractions as Division 5.NF.3
(4 minutes)
Sprint: Divide Whole Numbers (8 minutes)

Materials:
(S) Divide Whole Numbers Sprint
Note: This Sprint reviews Lessons 24.
Fractions as Division (4 minutes)

Materials:
(S) Personal white board
Note: This fluency activity reviews Lesson 5.

T: Ill say a division sentence. You write it as a fraction. 4 2.
Lesson 6:
Date:
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Relate fractions as division to fraction of a set.

11/30/15
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Lesson 6

S:
54
4
2 .
T: 6 4.
S:
6
4 .
T: 3 4.
S:
3
4 .
T: 2 10.
S:
2
10 .
T: Rename this fraction using fifths.

S:
1
5 .
T: (Write
56
2 .) Write the fraction as a division equation and solve.
S: 56 2 = 28.
T: Now, Ill say the fraction, and you say the division expression.
Continue with the following possible sequence: 6
thirds,
9 thirds, 18 thirds,
fourths, and
NOTES ON
MULTIPLE MEANS
OF ACTION AND
EXPRESSION:
54
3 , 8 fourths, 12 fourths, 28
72
4 .
If students struggle with the set

model of this lesson, consider
allowing them to fold a square
of paper into the desired
fractional parts. Then, have
them place the counters in the
Provide options for language, mathematical

expressions, and symbols: (2.1, 2.3)
Provide options for comprehension: (3.1, 3.2, 3.3)
Provide options for expressive skills and fluency: (5.2, 5.3).
Lesson 6:
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Lesson 6

54
Concept Development (32 minutes)

Materials:
(S) Two-sided counters, drinking
straws, personal white board
Problem 1
1
3
of 6
2
3
of 6
T: Make an array with 6 counters turned to the red side,
and use your straws to divide your array into 3 equal
parts.
T: Write a division sentence for what you just did.
S: 6 3 = 2.
T: Rewrite your division sentence as a fraction, and say
it aloud as you write it.
S: (Write
6
.
3 ) 6 divided by 3 equals 2.
T: If I want to show 1 third of this set, how many counters should I turn over to
yellow? Turn and talk.
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S: Two counters. Each group is 1 third of all the counters, so we would have to
turn over 1 group of 2 counters. Six divided by 3 tells us there are 2 in each
group.
T: 1 third of 6 is equal to?
S: 2.
T: (Write
1
3
of 6 = 2.) How many counters should be turned over to show 2
thirds? Whisper to your partner how you know.

S: I can count from our array. 1 third is 2 counters, so 2 thirds is 4 counters. 6
divided by 3 once is 2 counters. Double that is 4 counters. I know 1 group out
of 3 groups is 2 counters, so 2 groups out of 3 would be 4 counters. Since
1
3
of 6 is equal to 2, then
2
3
of 6 is double that. 2 plus 2 is 4. (6 3)
2, but I wrote 6 3 as a fraction.

T: (Write
2
3
of 6.) What is 2 thirds of 6
counters?
S: 4 counters.
T: (Write
3
3
of 6 = ___.) What is 3 thirds of 6
counters?
S: 6 counters.
T: How do you know? Turn and discuss with
your partner.
S: I counted 2, 4, 6.
3
3
is a whole, and
our whole set is 6 counters.

T: Following this pattern, what is 4 thirds of 6?
S: It would be more than 6. It would be
more than the whole set. We would have to
add 2 more counters. It would be 8. 6
divided by 3 times 4 is 8.
NOTES ON
MULTIPLE MEANS
OF
REPRESENTATION:
It is acceptable for students to
orient their arrays in either
direction. For example, in
Problem 2, students may
arrange their counters in the 3
4 arrangement pictured, or
Problem 2
1
4
of 12
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T: Make an array using 12 counters turned to the red

side. Use your straws to divide the array into
fourths. (Draw an array on the board.)
T: How many counters did you place in each fourth?
S: 3.
T: Write the division sentence as a fraction on your
board.
12
4
S:
= 3.
T: What is 1 fourth of 12?

S: 3.
T: (Write
1
4
of 12 = 3.) 1 fourth of 12 is equal to
3. Look at your array. What fraction of 12 is equal to 6 counters? Turn and

discuss with your partner.
S: I see 2 groups is equal to 6, so the answer is
2
4 . Since 1 fourth is equal to
3, and 6 is double that much, I can double 1 fourth to get 2 fourths.

T: (Write
2
4
of 12 = 6.) 2 fourths of 12 is equal to 6. What is another way to say
2 fourths?
S: 1 half.
T: Is 1 half of 12 equal to 6?
S: Yes.
Continue with the following possible sequence:
1
3
of 9,
1
6
of 12, and
1
5
of 15.
Problem 3
Mrs. Pham has 8 apples. She wants to

give
3
4
of the apples to her students.
How many apples will her students get?
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T: Use your counters or draw an array to show how many apples Mrs. Pham has.
S: (Represent 8 apples.)
T: (Write
3
4
of 8 = ___.) How will we find 3 fourths of 8? Turn and talk.
S: I divided my counters to make 4 equal parts. Then, I counted the number in 3 of

those parts. I can draw 4 rows of 2 and count 2, 4, 6, so the answer is 6
apples. I need to make fourths. Thats 4 equal parts, but I only want to know
about 3 of them. There are 2 in 1 part and 6 in 3 parts. I know if 1 fourth is
equal to 2, then 3 fourths is 3 groups of 2. The answer is 6 apples.
Provide options for expression and communication (5.2, 5.3)
Provide options for executive functions: (6.1, 6.2, 6.3)

Problem 4
In a class of 24 students,
5
6
are boys. How
many boys are in the class?

T: How many students are in the whole
class?
S: 24.
T: What is the question?
S: How many boys are in the class?
T: What fraction of the whole class of 24
are boys?
S:
5
6 .
T: Will our answer be more than half of the class or less than half? How do you
know? Turn and talk.
S: 5 sixths is more than half, so the answer should be more than 12. Half of the
class would be 12, which would also be 3 sixths. We need more sixths than that,
so our answer will be more than 12.
T: (Write
5
6
of 24 on the board.) Use your counters or draw to solve. Turn and
discuss with a partner.

S: We should draw a total of 24 circles, and then split them into 6 equal groups.
We will have 6 columns representing 6 groups, and each group will have 4
circles. We could draw 6 rows of 4 circles to show 6 equal parts. We only care
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how many are in 5 of the rows, and 5 4 is 20 boys. We need to find sixths,
so we need to divide the set of 24 into 6 equal parts. We only need to know how
many are in 5 of the equal parts. Thats 4, 8, 12, 16, 20. There are 20 boys in
the class.
T: (Point to the drawing on the board.)
Lets think of this another way. What is
1
6
of 24?
S: 4.
T: How do we know? Say the division
sentence.
S: 24 6 = 4.
T: How can we use
S:
1
6
of 24 to help us solve for
5
6
of 24? Whisper and tell your partner.
1
6
of 24 is equal to 4.
5
6
of 24 is just 5
groups of 4. 4 + 4 + 4 + 4 + 4 = 20. I know

each group is 4. To find 5 groups, I can multiply 5
4 = 20.
T:
S:
T:
S:
24
6
(24 divided by 6) times 5 is
20.
Im going to rearrange the circles a bit. (Draw a bar directly beneath the array
and label 24.) We said we needed to find sixths, so how many units should I cut
the whole into?
We need 6 units to be the same size.
(Cut the bar into 6 equal parts.) If 6 units are 24, how many circles are in one
unit? How do you know?
4 because 24 6 is 4.
T: (Write
1
6
of 24 = 4 under the bar.) Let me draw 4 counters into each unit.
Count with me as I write.

S: 4, 8, 12, 16, 20, 24.
T: We are only interested in the part of the class that is boys. How many of these
units represent the boys in the class?
S: 5 units. 5 sixths.
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T: What are 5 units worth? Or, what is 5 sixths of 24? (Draw a bracket around 5
units and write
5
6
S:
T:
T:
S:
of 24.)
20.
(Write the answer on the board.)
Answer the question with a sentence.
There are 20 boys in the class.
Provide options for perception: (1.1, 1.3).

Provide options for executive functions: (6.1, 6.2, 6.3)
Problem Set (10 minutes)

Students should do their personal best to
complete the Problem Set within the allotted 10
minutes. For some classes, it may be
appropriate to modify the assignment by
specifying which problems they work on first.
Some problems do not specify a method for
solving. Students should solve these problems
using the RDW approach used for Application
Problems.
Student Debrief (10 minutes)

Lesson Objective: Relate fractions as division
to fraction of a set.
The Student Debrief is intended to invite
reflection and active processing of the total
lesson experience.
Invite students to review their solutions for the
Problem Set. They should check work by
comparing answers with a partner before going
over answers as a class. Look for
misconceptions or misunderstandings that can be addressed in the Debrief. Guide
students in a conversation to debrief the Problem Set and process the lesson.
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Lesson 6

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You may choose to use any combination of the

questions below to lead the discussion.
What pattern did you notice in Problem

1(a)? (Students may say it skip-counts
by threes, or all the answers are
multiples of 3.) Based on this pattern,
4
3
what do you think the answer for
of 9 is? Why is this more than 9?

(Because 4 thirds is more than a whole,
and 9 is the whole.)
How did you solve for the last question in
1(c)? Explain to your partner.
In Problem 1(d), what did you notice
about the two fractions
4
8
6
8 ?
and
Can you name either of them using

larger units (simplify them)? What
connections did you make about
24 and
1
2
of 24, as well as
6
8
4
8
of
of 24 and
3
4
of 24?
When solving these problems (fraction of a set), how important is it to first

determine how many are in each group (unit)? Explain your thinking to a partner.
Is this a true statement? (Write
2
18
of 18 =
2 . ) Is two-thirds of 18 the same
3
3
as 18 divided by 3, times 2. Why or why not?

Provide options for recruiting interest (7.1, 7.2)
Provide options for sustaining effort and persistence (8.1, 8.2, 8.3)
Provide options for self-regulation ( 9.1, 9.2, 9.3)
Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their
work will help you assess the students understanding of the concepts that were
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Lesson 6

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presented in the lesson today and plan more effectively for future lessons. You may
read the questions aloud to the students.
Provide options for sustaining effort and persistence (8.1, 8.2, 8.3)
Provide options for self-regulation ( 9.1, 9.2, 9.3)
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Lesson 6 Sprint
54
Provide options for expression and communication (5.3)
Lesson 6 Sprint
54
Lesson 6 Sprint
Provide options for executive functions (6.2, 6.4)

Provide options for sustaining effort and persistence (8.3, 8.4)
Provide options for self-regulation (9.3)
54
Lesson 6 Problem Set
Name
54
Date
1. Find the value of each of the following.

a.
b.
1
3
of 9
2
3
of 9
of 15 =
of 15 =
of 15 =
=
c.
1
5
of 20=
4
5
of 20 =
d.
1
8
of 24 =
6
8
of 24 =
3
8
of 24 =
7
8
of 24 =
2. Find
Draw a set and shade to show your thinking.
4
7
of 14.
Lesson 6 Problem Set
3. How does knowing
1
8
54
of 24 help you find three-eighths of 24? Draw a picture to
explain your thinking.
4. There are 32 students in a class. Of the class,
3
8
of the students bring their own
lunches. How many students bring their lunches?
5. Jack collected 18 ten dollar bills while selling tickets for a show. He gave
bills to the theater and kept the rest. How much money did he keep?

Provide options for recruiting interest (7.2)
1
6
of the
Name
Lesson 6 Exit Ticket
Date
a.
1
4
of 16 =
b.
3
4
of 16 =
2. Out of 18 cookies,
chip?
2
3
are chocolate chip. How many of the cookies are chocolate
54
Lesson 6 Homework
Name
Date

a.

1
3
of 12 =
2
3
of 12 =
3
3
of 12 =
b.
1
4
2
4
of 20 =
3
4
of 20 =
of 20 =
4
4
of 20 =
c.

54
Lesson 6 Homework
54
2. Find
2
3
1
5
of 35 =
3
5
of 35 =
5
5
of 35 =
2
5
of 35 =
4
5
of 35 =
6
5
of 35 =
of 18. Draw a set and shade to show your thinking.
3. How does knowing
1
5 of 10 help you find
3
5
of 10? Draw a picture to explain your
thinking.
4. Sara just turned 18 years old. She spent

many years did Sara live in Rochester?
4
9
of her life living in Rochester, NY. How
Lesson 6 Homework
5. A farmer collected 12 dozen eggs from her chickens. She sold
5
6
54
of the eggs at the
farmers market, and gave the rest to friends and neighbors.

a. How many dozens did the farmer give away? How many eggs did she give away?
c.
She sold each dozen for $4.50. How much did she earn from the eggs she
sold?

Provide options for recruiting interest (7.2)

Math g5 m4 Topic C Lesson 6a1a1b

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Lesson 6

NYS COMMON CORE MATHEMATICS CURRICULUM

Suggested Lesson Structure

Application Problem (6 minutes)

Application Problem (6 minutes)

Fluency Practice (12 minutes)

Sprint: Divide Whole Numbers 5.NF.3(8 minutes)

Fractions as Division 5.NF.3

Sprint: Divide Whole Numbers (8 minutes)

(S) Divide Whole Numbers Sprint

Note: This Sprint reviews Lessons 24.

Fractions as Division (4 minutes)

(S) Personal white board

Note: This fluency activity reviews Lesson 5.

2014 Common Core, Inc. Some rights reserved.

Relate fractions as division to fraction of a set.

NYS COMMON CORE MATHEMATICS CURRICULUM

T: Rename this fraction using fifths.

If students struggle with the set

Provide options for language, mathematical

2014 Common Core, Inc. Some rights reserved.

Relate fractions as division to fraction of a set.

NYS COMMON CORE MATHEMATICS CURRICULUM

Concept Development (32 minutes)

2014 Common Core, Inc. Some rights reserved.

Relate fractions as division to fraction of a set.

NYS COMMON CORE MATHEMATICS CURRICULUM

of 6 = 2.) How many counters should be turned over to show 2

thirds? Whisper to your partner how you know.

of 6 is double that. 2 plus 2 is 4. (6 3)

2, but I wrote 6 3 as a fraction.

of 6.) What is 2 thirds of 6

of 6 = ___.) What is 3 thirds of 6

our whole set is 6 counters.

2014 Common Core, Inc. Some rights reserved.

Relate fractions as division to fraction of a set.

NYS COMMON CORE MATHEMATICS CURRICULUM

T: Make an array using 12 counters turned to the red

T: What is 1 fourth of 12?

of 12 = 3.) 1 fourth of 12 is equal to

3. Look at your array. What fraction of 12 is equal to 6 counters? Turn and

3, and 6 is double that much, I can double 1 fourth to get 2 fourths.

of 12 = 6.) 2 fourths of 12 is equal to 6. What is another way to say

Mrs. Pham has 8 apples. She wants to

of the apples to her students.

How many apples will her students get?

2014 Common Core, Inc. Some rights reserved.

Relate fractions as division to fraction of a set.

NYS COMMON CORE MATHEMATICS CURRICULUM

of 8 = ___.) How will we find 3 fourths of 8? Turn and talk.

S: I divided my counters to make 4 equal parts. Then, I counted the number in 3 of

Provide options for executive functions: (6.1, 6.2, 6.3)

are boys. How

many boys are in the class?

of 24 on the board.) Use your counters or draw to solve. Turn and

discuss with a partner.

2014 Common Core, Inc. Some rights reserved.

Relate fractions as division to fraction of a set.

NYS COMMON CORE MATHEMATICS CURRICULUM

of 24 to help us solve for

of 24? Whisper and tell your partner.

groups of 4. 4 + 4 + 4 + 4 + 4 = 20. I know